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Hardly any country is not undergoing or has not undergone education reforms at various levels today. In that case, how is school-based management implemented similarly or differently in the Philippines and that in Columbia? What are the best ways to support teachers in China or Kenya, apart from trying to hold them accountable through discipline and control? Though without simple, clear-cut answers, these are a few sample questions that we will examine together at different stages of the module. This is an optional module for Year 2 and Year 3 undergraduate students of the Department of Politics and International Relations. It is designed to be a learning journey that invites students to critically reflect and debate on the issues and challenges surrounding governance reforms of basic education. By exposing students to education policy and practices around the world and especially in developing countries, this module intends to prepare students into a learned consumer of the vast amount of empirical evidence on education policy interventions. Students are also required or encouraged to practice throughout the term a wide range of skills such as presentation, writing, research and public speaking essential for a successful career in the policy world.

The module is structured into three distinctive components. We will first examine why and how basic education matters from the perspective of economic growth, technological change as well as other aspects of socio-economic development. Attention will then be paid to how different parts of the world have strived to achieve what kind of good education outcomes. We will zoom into several common policy instruments adopted worldwide regarding their theoretical justifications, actual performance and the (mis-)match between the two. As this reviewing exercise highlights the importance of governance and accountability, how to strengthen these aspects will also be explored with an explicit awareness of different local contexts in the last part.

No prerequisites are required for the module. It would nevertheless be a plus if students have some basic knowledge in political economy of development, policy studies and/or research methods.

Hardly any country is not undergoing or has not undergone education reforms at various levels today. In that case, how is school-based management implemented similarly or differently in the Philippines and that in Columbia? What are the best ways to support teachers in China or Kenya, apart from trying to hold them accountable through discipline and control? Though without simple, clear-cut answers, these are a few sample questions that we will examine together at different stages of the module. This is an optional module for Year 2 and Year 3 undergraduate students of the Department of Politics and International Relations. It is designed to be a learning journey that invites students to critically reflect and debate on the issues and challenges surrounding governance reforms of basic education. By exposing students to education policy and practices around the world and especially in developing countries, this module intends to prepare students into a learned consumer of the vast amount of empirical evidence on education policy interventions. Students are also required or encouraged to practice throughout the term a wide range of skills such as presentation, writing, research and public speaking essential for a successful career in the policy world.

The module is structured into three distinctive components. We will first examine why and how basic education matters from the perspective of economic growth, technological change as well as other aspects of socio-economic development. Attention will then be paid to how different parts of the world have strived to achieve what kind of good education outcomes. We will zoom into several common policy instruments adopted worldwide regarding their theoretical justifications, actual performance and the (mis-)match between the two. As this reviewing exercise highlights the importance of governance and accountability, how to strengthen these aspects will also be explored with an explicit awareness of different local contexts in the last part.

No prerequisites are required for the module. It would nevertheless be a plus if students have some basic knowledge in political economy of development, policy studies and/or research methods.

Hardly any country is not undergoing or has not undergone education reforms at various levels today. In that case, how is school-based management implemented similarly or differently in the Philippines and that in Columbia? What are the best ways to support teachers in China or Kenya, apart from trying to hold them accountable through discipline and control? Though without simple, clear-cut answers, these are a few sample questions that we will examine together at different stages of the module. This is an optional module for Year 2 and Year 3 undergraduate students of the Department of Politics and International Relations. It is designed to be a learning journey that invites students to critically reflect and debate on the issues and challenges surrounding governance reforms of basic education. By exposing students to education policy and practices around the world and especially in developing countries, this module intends to prepare students into a learned consumer of the vast amount of empirical evidence on education policy interventions. Students are also required or encouraged to practice throughout the term a wide range of skills such as presentation, writing, research and public speaking essential for a successful career in the policy world.

The module is structured into three distinctive components. We will first examine why and how basic education matters from the perspective of economic growth, technological change as well as other aspects of socio-economic development. Attention will then be paid to how different parts of the world have strived to achieve what kind of good education outcomes. We will zoom into several common policy instruments adopted worldwide regarding their theoretical justifications, actual performance and the (mis-)match between the two. As this reviewing exercise highlights the importance of governance and accountability, how to strengthen these aspects will also be explored with an explicit awareness of different local contexts in the last part.

No prerequisites are required for the module. It would nevertheless be a plus if students have some basic knowledge in political economy of development, policy studies and/or research methods.

This module will introduce you to the content and structure of the dissertation and prepare you for designing and undertaking a small-scale research project in education. The sessions will focus on helping you formulate appropriate research problems and questions, consider when it is appropriate to use quantitative and qualitative methods for data collection and develop a good research proposal. You will also have the opportunity to develop your skills in analysing quantitative or qualitative data and presenting your findings.

These modules will focus upon the development of highly transferable practical skills relevant to specific sectors through which change can be affected. In this module we will explore the ways in which history and the humanities can be leveraged to effect change through the policy sector (e.g. civil service, local govt., consultancy, risk analysis) and public advocacy (e.g. charities, think tanks, public campaigning). The module’s Communication Workshops will train participants in the production of two specific outputs: concise policy briefs aimed at policy makers, and compelling opinion pieces intended for the general public. Digital Humanities Workshops will develop skills in data analysis and data visualisation to enhance the impact of these outputs.

These modules will focus upon the development of highly transferable practical skills relevant to specific sectors through which change can be affected. In this module we will explore the ways in which history and the humanities can be leveraged to effect change through the policy sector (e.g. civil service, local govt., consultancy, risk analysis) and public advocacy (e.g. charities, think tanks, public campaigning). The module’s Communication Workshops will train participants in the production of two specific outputs: concise policy briefs aimed at policy makers, and compelling opinion pieces intended for the general public. Digital Humanities Workshops will develop skills in data analysis and data visualisation to enhance the impact of these outputs.

These modules will focus upon the development of highly transferable practical skills relevant to specific sectors through which change can be affected. In this module we will explore how public history (e.g. exhibitions, magazines, documentaries, entertainment) and education (e.g. curriculum development, classroom resources) can address contemporary global and local challenges and effect change within society. The module’s Communication Workshops will focus upon the development of two specific outputs: public exhibitions and classroom lesson plans. Digital Humanities workshops will develop skills in the production of video essays and podcasts to enhance the impact of these outputs.

This module will focus on examining various aspects of teaching and learning and how they relate to theory, research and your own practice. In this module you will examine a range of concepts and theories from education, sociology and psychology that describe how children, adolescents and adults learn and study. You will also examine research on different approaches to teaching and learning, factors that influence them, and implications for practice.

This module will focus on examining various aspects of teaching and learning and how they relate to theory, research and your own practice. In this module you will examine a range of concepts and theories from education, sociology and psychology that describe how children, adolescents and adults learn and study. You will also examine research on different approaches to teaching and learning, factors that influence them, and implications for practice.

This module is the lab programme for all first-year students enrolled on an ELEC degree programme. It aims to give students the opportunity to apply the theory that they learn in their other modules, and to provide them with transferrable, subject-based and professional skills that they will need for their degree and career.

Structurally, the ELEC Part One Laboratory Programme is organised to cover all practical and laboratory based work in the first year of study on all ELEC Programmes in a single timetable organised into central laboratory locations.

The module is structured into a series of activities. There are a series of general sessions which all students enrolled on this module are expected to attempt:

•Information lectures.
•Transferable skills laboratories
•Professional skills laboratories.
•Assignments.

In addition, there are a number of technical laboratories integrated into the Laboratory Programme which cover practical Learning Outcomes from other technical modules in the Programmes.